Thus, systems thinking, which is the process of understanding how things influence one another within a whole, is central to ecological models. Generally, a system is a community situated within an environment. Examples of systems are health systems, education systems, food systems, and economic systems.
Copyright Child Developmental Theories: One of my favorite courses in University was Child Psychology. The first unit of the course discussion contrasted child development stages, milestones, and domains describing children in different stages of development.
This was followed by clarification of the distinctions between various Human Development Theorists through overviews of the major theorists in human development.
The ecological systems theory was developed by Urie Bronfenbrenner ( ) to explain the role the environment plays on the child at different stages of development. It examined the interrelationship between nature and nurture taking into account that heredity, as well as environmental factors play a role in child development. Urie Bronfenbrenner ecological system theory, explains how everything in a child’s environment influences how they grow and develop in their entire life span. There are five levels microsystem, mesosystem, exosystem, macrosystem, and chronosystem. The ecological system theory was invented by Urie Bronfenbrenner. The theory tries to explan ones development through their relationships and surroundings. The different sections of the ecological model consist of the microsystem, mesosystem, exosystem, marosystem and chronosystem.
For the first unit discussion of the course, I contrasted four theories relating to child development. I identified some strengths and weaknesses of each theory and compared and contrasted them using real-life examples to illustrate my points.
I made sure to consider how culture and context interacted with these theories. I chose these theories to compare and contrast as they have influenced the educational system in North America. As well, Bronfenbrenner includes the effects values, laws, and customs of the greater society i.
Bronfenbrenner has created a theory that is inclusive of the environments in which families are intertwined and recognizes their dynamic nature thereby helping the professionals entrusted with working with family members increase their understanding of the complexities of family function. One example is the ability of babies to learn simple sign language as a means to communicate their needs and wants.
For example, in societies where females are considered subordinate and refused the same rights as their male peers, cognitive development is suppressed and stagnated.
The opposite is true in societies where equality of the genders in all aspects of life is the societal-cultural norm. Furthermore, Vygotsky posited that children transform these interactions into internal self-talk, an idea that has been highly significant in supporting the implementation of mentoring and peer tutoring support programs which have been very successful in Canada and the United States Berk,p.
I can personally attest to the significant positive outcomes of adults mentoring children because I have been an in-school mentor since through Big Brothers Big Sisters of Peel Greater Toronto Area of Ontario, Canada.
Piaget believed children to be independent explorers of their environment; whereas Vygotsky believed children required adult assistance and intervention Berk,p. Piaget and Vygotsky both emphasized the importance of social interactions for increasing the outcomes of cognitive development.
Piaget posited interaction between peers creates what he termed, disequilibrium cognitive conflict, which he believed motivates change. Therefore, overall, Piaget viewed children as scientists whereas Vygotsky viewed children as apprentices.
I know this to be true through personal experience gained over 15 years of raising a daughter diagnosed with autism and a cognitive delay and advocating for educational and social inclusion with continuous improvement in her development. Consequently, the outcome of one stage is not permanent, but can be altered by later experiences.
Evidence and support of quantitative experimental findings are needed to understand more deeply the on-set of each stage Erikson describes. Infants, children, and adolescents. Infants, children, and adolescents 6th edition. Typical and atypical development:Bronfenbrenner Analysis of Ecological Human Development Theory Words 6 Pages The ecological theory of development was created by a Russian American psychologist named Urie Bronfenbrenner.
This essay investigates the literature contained in “Ecological Systems Theory” by Urie Bronfebrenner. It elucidates the complex idea of behavioral genetics in parenting and parent-adolescent relations. Bronfenbrenner's final level is the macrosystem, which is the largest and most remote set of people and things to a child but which still has a great influence over the child.
The macrosystem includes things such as the relative freedoms permitted by the national government, cultural values, the economy, wars, etc. The Urie Legacy The literature does not provide much in terms of critique of Bronfenbrenner’s Ecological Systems theory as the theory is still fairly recent in terms of development theories, however general consensus exists on the strengths of his theory and the legacy he has created.
American psychologist, Urie Bronfenbrenner, formulated the Ecological Systems Theory to explain how the inherent qualities of a child and his environment interact to . In his original theory, Bronfenbrenner postulated that in order to understand human development, the entire ecological system in which growth occurs needs to be taken into account.
This system is composed of five socially organized subsystems that support and guide human development.